| Course Code | Class Code | Assignment Title | Total Points |
| SPD-510 | SPD-510-O500 | Determining the Least Restrictive Environment | 60.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Graphic Organizer | 30.0% | Not addressed. | Graphic organizer lacks any substantive detail, is wholly inaccurate, or is incomprehensible. | Graphic organizer includes less than five placement settings, or one or more settings are inappropriate for students with mild to moderate disabilities. Descriptions of the possible benefits and drawbacks of each placement lack detail or include slightly inaccurate information. | Graphic organizer includes appropriate placement settings inside and outside of the school setting for students with disabilities. Sound descriptions of the possible benefits and drawbacks of each placement are provided. | Graphic organizer includes an accurate, realistic variety of placement settings inside and outside the school setting for students with mild to moderate disabilities. Detailed, professional descriptions of the possible benefits and drawbacks of each placement are provided. |
| Part 2: Essay - Meeting Legislative Guidelines | 15.0% | Not addressed. | Discussion on LRE and meeting legislative guidelines is wholly inaccurate or incomprehensible. | Essay generally discusses how the LRE should be appropriate in meeting student needs and following legislative guidelines, but is lacking meaningful detail, or does not fully explain the FAPE connection. | Within the context of FAPE, essay soundly discusses how the LRE should be appropriate in meeting student needs and following legislative guidelines. | Within the context of FAPE, essay comprehensively discusses how the LRE should be appropriate in meeting student needs and following legislative guidelines. |
| Part 2: Essay - Continuum of Placements Process | 15.0% | Not addressed. | Discussion on determining the best placement to ensure FAPE is provided for all students with disabilities and/or the description of the process of moving through the continuum of placements is wholly inaccurate or incomprehensible. | The essay minimally outlines how schools can determine the best placement to ensure FAPE is provided for all students with disabilities. Includes brief description of the process of moving through the continuum of placements, missing, or not fully representing one or more key elements. | The essay soundly outlines how schools can determine the best placement to ensure FAPE is provided for all students with disabilities, describing the process of moving through the continuum of placements. | The essay thoroughly outlines how schools can determine the best placement to ensure FAPE is provided for all students with disabilities, accurately describing the process of moving through the continuum of placements. |
| Research | 10.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Thesis Development and Purpose | 7.0% | Not addressed. | Paper lacks any discernible overall purpose or organizing claim. | Thesis is underdeveloped or vague. Purpose is not clear. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive, reflective of the arguments, and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 8.0% | Not addressed. | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Not addressed. | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
Pookie624
Rubric_Print_Format9.xlsx
